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This research examines how the instructional theories of the exploratory production model are used in technology education. The data was gathered in the teacher training practice period during master’s level teacher training in technology education. The four most learner-centred instructional theories are described and examples from the teacher practice provided. The empirical descriptions are based on the student teacher portfolios and the supervisor interviews. The cases reveal that the more open the learner-centred instructions the student teacher uses, the more multifaceted the learning is. Also, the learning is more intrinsically motivated and thereby deeper as regards the learners’ own life-world. Varying between the different instructions helps student teachers to organize their classroom techniques and motivate learners through meaningful learning and collaboration. The instructional theories are applicable in differentiating teaching and learning between groups and between the learners within a particular group.Â
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